Alberta Teacher’s Association. Education is Our Buffalo: A Teachers ’ Resources for First Nations, Metis and Inuit Education in Alberta. Edmonton: Author. 2006. Web. 16 Feb 2012.**http://www.ldaa.ca/assets/pdfs/freeResources/EducationIsOurBuffalo.pdf** Although a resource designed for Alberta with reference to treaties and policies specific to the province, it contains many relevant discussions about Aboriginal culture across Canada. Specifically it provides a great outline for “Talking Circles” on p.54 that we use throughout our unit.
Alberta Education. In Our Words, Our ways: Teaching First Nations, Métis, and Inuit Learners .Alberta Education. 2005. Web. 20 Nov 2011. <**http://education.alberta.ca/media/307199/words.pdf.**> A fantastic, practical resource for teachers of FNMI (First Nations, Metis and Inuit) students which has both important cultural considerations and examples of how to differentiate instruction Aboriginal content .
Eigenbrod, Renate, Georgina Kakegamic and Josias Fiddler. Aboriginal Literatures in Canada: Teacher’s Resource Guide. Toronto: Curriculum Services Canada, 2003. Web. 22 Jan 2012. <**http://curriculum.org/storage/30/1278480166aboriginal.pdf**> More English focused , this teacher’s resource is invaluable for those who truly want to create an inclusive English curriculum that values Aboriginal voices. Has extensive lists of websites and print based texts for Mi’kmaq, Mohawk (Six Nations), Anishnabe ( Ojibway), Cree, Metis and Okanagan peoples.
Ontario Ministry of Education. The Ontario Curriculum: Grade 11 and 12 English. Toronto: Author, 2000.Print.
Public District School Board Writing Team, ENG 3U Corse Profile. Toronto: Queen’s Printer, 2001.Print.
Using this resource, we saw that our lesson plan ideas and objectives fit well into Unit 3: Exploration of Literary Connections given its focus in providing “historical background for the play and the period” and its discussion about “music, language”, “costumes and dance” (7). We also used this resource to think of accommodations/modifications for ELLs and students with special educational needs.
These are basic content questions for an essential class created by an in service teacher from Geraldton Composite High School (Superior – Greenstone DSB/Thunder Bay Region). http://www.wilsonteacher.ca/
Isbister, Sophie & Melissa Walter. Collected Resources for Studying The Rez Sisters. Web. 16 Jan 2012.**http://www.ufv.ca/Assets/TLC/Rez+Sisters+Collected+Resources.pdf** From the University of Fraser Valley, this is a great resource to inspire rhetorical, moral thematic questions and other ideas for The Rez Sisters.
Scholarly Papers
Behrman, Edward H. “Teaching about Language, Power and Text: A Review of Classroom Practices that Support Critical Literacy”. Journal of Adolescent & Adult Literacy 49(6), 2008:490-498. Print.
Lewison, Mitzi, Amy Seely Flint, Katie Van Sluys and Roxanne Henkin . “Taking on Critical Liteacy: The Journey of Newcomersand Novices.”Language Arts. 79(5):382-391. 2002.Print.
Preston, Jennifer. “Weesageechak Begins to Dance: Native Earth Performing Arts Inc.” The Drama Review. 36(1):135-159, 1992. Web. 20 Jan 2012. http:www.jstor.org/stable/1146184
This article contextualizes Tomson Highway’s work within Canada’s Native theatre and would fit well in Lesson 2. Also has a fantastic picture of the original production which casted Highway’s late brother as Nanabush. As the title suggests, “Weesageechak” being the Cree name for the trickster, this paper also has in-depth discussions of The Rez Sisters and the Nanabush character.
Tchudi, Susan J. and Stephen N. Tchudi. “Chapter 2: Planning for Successful Teaching.” The English Language Arts Handbook: Classroom Strategies for Teachers. 2nd Ed. Portsmouth: Boynton/Cook. 1999. 21- 37. Print.
Print Bigelow, Bill and Bob Peterson. “Beginnings.” Rethinking Columbus – The Next 500 Years: Resources for Teaching About the Impact of the Arrival of Columbus in the Americas. 2nd Ed.Milwaukee : Rethinking Schools, 1998. 16-30. Print. This text has been used in many classrooms to challenge and frame the America’s history through a critical reading of Columbus’ ‘discovery’ of the ‘New World’. For our unit, we used Chapter 1’s map of First Nations populations prior to contact in the Americas. Chapter 1 reframes commonplace history into a new light. Would fit well into Lesson 1 or 4 and any discussion about land and history.
Crooks, Claire V., Debbie Chiodo and Darren Thomas. Engaging and Empowering Aboriginal Youth: A Toolkit for Service Providers.Victoria: Trafford, 2009.Print. 119p. A great compilation of resources for Aboriginal Youth service providers, including teachers, with specific mention of films (71), community resources and even a guide to approaching elders within Aboriginal communities (61).
Nolan, Yvette, ed. Beyond the Pale: Dramatic Writing from First Nations Writers and Writers of Colour.Toronto: Playwrights Canada Press, 2004. Print. 142p.
A little book that contains 25 short dramatic excerpts from First Nations writers and writers of colour. Would be a perfect text for building any multicultural classroom through the privileging of different voices. For this unit in particular, one could supplement the play with other First Nations narratives such as Turtle Gals Performance Ensemble’s “The Scrubbing Project” (125), Darrell Dennis’ “Tales of an Urban Indian” (42)and Drew Hayden Taylor’s “AlterNatives” (139). The work also includes Tomson Highway’s “Ernestine Shuswap Gets Her Trout” (137).
Web
Israel, Robyn. “ The Rez Sisters.” The Beat: Arts in London. 20.p.8-10. May 2011.Web. 16 Jan 2012. http://www.thebeatmagazine.ca/PDFs/TheBeat_May_2011.pdf A brief article describing Saunders Secondary production of The Rez Sisters by First Nations students, “many of whom hail from the Oneida and Chippewa reserves.” Denny, Aleshia. Faculty of Health Sciences Aboriginal Speaker Series on Culture and Health. London: Western Faculty of Health Science. 3 Mar 2010. Web. 11 Feb 2012. http://www.uwo.ca/fhs/PDFs/2009_10_materials/Faculty%20of%20Health%20Sciences%20Aboriginal%20Speaker%20Series.pdf Provides a brief but somewhat outdated description of Bill Hill’s work in the areas of “Native mental health , Native education and its inclusion with existing healthcare/education modalities”. This could be used in Lesson 17 in student’s preparation for Hill’s talk in Lesson 20.
8th Fire: Aboriginal Peoples, Canada & The Way Forward. Dir. Denis Paquet and Paul Morin. HostWab Kinew. CBC, 2012.Web . 14 Feb 2012. <http://www.cbc.ca/doczone/8thfire/index.html>
As it’s been 7 generations since European contact, an Anishinaabe prophecy states that the current 7th generation as the people who will bring about the renewal of the Anishinaabe people. Therefore there is hope that the next generation will bring about the 8th fire, as the generation that brings harmony and justice between the settler and Aboriginal population. Through the stories and voices of Aboriginal people themselves; this series gives a historical glimpse at the economic, political and social problems faced by this population. However given the series’ namesake, the episodes attempt to highlight solutions for the future and achievements of Aboriginals.
Audio samples of Kelso’s score for Factory Theatre’s 2011 production of the play, which “spans many styles in supporting the journey of seven aboriginal women seeking the universal dream of a better life.” The options are endless but this resource could be used as a hook prior to whole class readings or to inspire performance presentations.
Could use pictures from Factory Theatre’s recent production to highlight the multiculturalism within First Nations as seen the multicultural casting of actors in this First Nations play. These pictures could also lead into a discussion about choices and interpretations of The Rez Sisters as a play and as any text in reader-response theory. We as individuals take different elements from a viewing or reading of texts. Virtual High School: Ontario. ENG3U - English Course Outline. 2005.Web. 17 Feb 2012. **https://www.virtualhighschool.com/courses/outlines/eng3u.asp** In conjunction with ENG 3U’s course profile, we used this resource to think about accommodations/ modifications for ELLs and students with special educational needs.
Other Hill, Bill. Personal Interview. 10 February 2012. Working with the assistance of a Saunders drama teacher, Bill Hill directed secondary school students in the production of the The Rez Sisters in 2011 and has had personal correspondances with Tomson Highway himself.
Curriculum Document
Alberta Teacher’s Association. Education is Our Buffalo: A Teachers ’ Resources for First Nations, Metis and Inuit Education in Alberta. Edmonton: Author. 2006. Web. 16 Feb 2012.**http://www.ldaa.ca/assets/pdfs/freeResources/EducationIsOurBuffalo.pdf**Although a resource designed for Alberta with reference to treaties and policies specific to the province, it contains many relevant discussions about Aboriginal culture across Canada. Specifically it provides a great outline for “Talking Circles” on p.54 that we use throughout our unit.
Alberta Education. In Our Words, Our ways: Teaching First Nations, Métis, and Inuit Learners .Alberta Education. 2005. Web. 20 Nov 2011. <**http://education.alberta.ca/media/307199/words.pdf.**>
A fantastic, practical resource for teachers of FNMI (First Nations, Metis and Inuit) students which has both important cultural considerations and examples of how to differentiate instruction Aboriginal content .
Eigenbrod, Renate, Georgina Kakegamic and Josias Fiddler. Aboriginal Literatures in Canada: Teacher’s Resource Guide. Toronto: Curriculum Services Canada, 2003. Web. 22 Jan 2012. <**http://curriculum.org/storage/30/1278480166aboriginal.pdf**>
More English focused , this teacher’s resource is invaluable for those who truly want to create an
inclusive English curriculum that values Aboriginal voices. Has extensive lists of websites and
print based texts for Mi’kmaq, Mohawk (Six Nations), Anishnabe ( Ojibway), Cree, Metis and
Okanagan peoples.
Ontario Ministry of Education. The Ontario Curriculum: Grade 11 and 12 English. Toronto: Author, 2000.Print.
Public District School Board Writing Team, ENG 3U Corse Profile. Toronto: Queen’s Printer, 2001.Print.
Using this resource, we saw that our lesson plan ideas and objectives fit well into Unit 3: Exploration of Literary Connections given its focus in providing “historical background for the play and the period” and its discussion about “music, language”, “costumes and dance” (7). We also used this resource to think of accommodations/modifications for ELLs and students with special educational needs.
Basic/Rhetorical/Thematic Questions
Wilson, S:” Rez Sisters: Introduction Questions.” NBE3E. Web. 17 Feb 2012
http://www.wilsonteacher.ca/files/RezSisters1-19.pdf
“The Rez Sisters p. 19-35 Questions.” www.wilsonteacher.ca/files/RezSisters19-35.pdf
“Rez Sisters: p. 60-94 Questions.” www.wilsonteacher.ca/files/RezSisters60-94.pdf
These are basic content questions for an essential class created by an in service teacher from Geraldton Composite High School (Superior – Greenstone DSB/Thunder Bay Region). http://www.wilsonteacher.ca/
Isbister, Sophie & Melissa Walter. Collected Resources for Studying The Rez Sisters. Web. 16 Jan 2012. **http://www.ufv.ca/Assets/TLC/Rez+Sisters+Collected+Resources.pdf**From the University of Fraser Valley, this is a great resource to inspire rhetorical, moral thematic questions and other ideas for The Rez Sisters.
Scholarly Papers
Behrman, Edward H. “Teaching about Language, Power and Text: A Review of Classroom Practices that Support Critical Literacy”. Journal of Adolescent & Adult Literacy 49(6), 2008:490-498. Print.Lewison, Mitzi, Amy Seely Flint, Katie Van Sluys and Roxanne Henkin . “Taking on Critical Liteacy: The Journey of Newcomers and Novices.”Language Arts. 79(5):382-391. 2002.Print.
Preston, Jennifer. “Weesageechak Begins to Dance: Native Earth Performing Arts Inc.” The Drama Review. 36(1):135-159, 1992. Web. 20 Jan 2012. http:www.jstor.org/stable/1146184
This article contextualizes Tomson Highway’s work within Canada’s Native theatre and would fit well in Lesson 2. Also has a fantastic picture of the original production which casted Highway’s late brother as Nanabush. As the title suggests, “Weesageechak” being the Cree name for the trickster, this paper also has in-depth discussions of The Rez Sisters and the Nanabush character.
Tchudi, Susan J. and Stephen N. Tchudi. “Chapter 2: Planning for Successful Teaching.” The English Language Arts Handbook: Classroom Strategies for Teachers. 2nd Ed. Portsmouth: Boynton/Cook. 1999. 21- 37. Print.
Print
Bigelow, Bill and Bob Peterson. “Beginnings.” Rethinking Columbus – The Next 500 Years: Resources for Teaching About the Impact of the Arrival of Columbus in the Americas. 2nd Ed.Milwaukee : Rethinking Schools, 1998. 16-30. Print.
This text has been used in many classrooms to challenge and frame the America’s history through a critical reading of Columbus’ ‘discovery’ of the ‘New World’. For our unit, we used Chapter 1’s map of First Nations populations prior to contact in the Americas. Chapter 1 reframes commonplace history into a new light. Would fit well into Lesson 1 or 4 and any discussion about land and history.
Crooks, Claire V., Debbie Chiodo and Darren Thomas. Engaging and Empowering Aboriginal Youth: A Toolkit for Service Providers.Victoria: Trafford, 2009.Print. 119p.
A great compilation of resources for Aboriginal Youth service providers, including teachers, with specific mention of films (71), community resources and even a guide to approaching elders within Aboriginal communities (61).
Nolan, Yvette, ed. Beyond the Pale: Dramatic Writing from First Nations Writers and Writers of Colour.Toronto: Playwrights Canada Press, 2004. Print. 142p.
A little book that contains 25 short dramatic excerpts from First Nations writers and writers of colour. Would be a perfect text for building any multicultural classroom through the privileging of different voices. For this unit in particular, one could supplement the play with other First Nations narratives such as Turtle Gals Performance Ensemble’s “The Scrubbing Project” (125), Darrell Dennis’ “Tales of an Urban Indian” (42)and Drew Hayden Taylor’s “AlterNatives” (139). The work also includes Tomson Highway’s “Ernestine Shuswap Gets Her Trout” (137).
Web
Israel, Robyn. “ The Rez Sisters.” The Beat: Arts in London. 20.p.8-10. May 2011.Web. 16 Jan 2012. http://www.thebeatmagazine.ca/PDFs/TheBeat_May_2011.pdfA brief article describing Saunders Secondary production of The Rez Sisters by First Nations students, “many of whom hail from the Oneida and Chippewa reserves.”
Denny, Aleshia. Faculty of Health Sciences Aboriginal Speaker Series on Culture and Health. London: Western Faculty of Health Science. 3 Mar 2010. Web. 11 Feb 2012.
http://www.uwo.ca/fhs/PDFs/2009_10_materials/Faculty%20of%20Health%20Sciences%20Aboriginal%20Speaker%20Series.pdf
Provides a brief but somewhat outdated description of Bill Hill’s work in the areas of “Native mental health , Native education and its inclusion with existing healthcare/education modalities”. This could be used in Lesson 17 in student’s preparation for Hill’s talk in Lesson 20.
8th Fire: Aboriginal Peoples, Canada & The Way Forward. Dir. Denis Paquet and Paul Morin. HostWab Kinew. CBC, 2012.Web . 14 Feb 2012. <http://www.cbc.ca/doczone/8thfire/index.html>
As it’s been 7 generations since European contact, an Anishinaabe prophecy states that the current 7th generation as the people who will bring about the renewal of the Anishinaabe people. Therefore there is hope that the next generation will bring about the 8th fire, as the generation that brings harmony and justice between the settler and Aboriginal population. Through the stories and voices of Aboriginal people themselves; this series gives a historical glimpse at the economic, political and social problems faced by this population. However given the series’ namesake, the episodes attempt to highlight solutions for the future and achievements of Aboriginals.
Kelso, Wayne. The Rez Sisters. 2011 Web. 14 Jan 2012. <http://www.waynekelso.com/page15/page47/page47.html>
Audio samples of Kelso’s score for Factory Theatre’s 2011 production of the play, which “spans many styles in supporting the journey of seven aboriginal women seeking the universal dream of a better life.” The options are endless but this resource could be used as a hook prior to whole class readings or to inspire performance presentations.
The Rez Sisters by Tomson Highway, Factory Theatre, 2011 .Web. 16 Jan 2012 <**http://www.factorytheatre.ca/concrete/concrete/index.php/season-and-subscription/the-rez-sisters/**>
Could use pictures from Factory Theatre’s recent production to highlight the multiculturalism within First Nations as seen the multicultural casting of actors in this First Nations play. These pictures could also lead into a discussion about choices and interpretations of The Rez Sisters as a play and as any text in reader-response theory. We as individuals take different elements from a viewing or reading of texts.
Virtual High School: Ontario. ENG3U - English Course Outline. 2005.Web. 17 Feb 2012. **https://www.virtualhighschool.com/courses/outlines/eng3u.asp**
In conjunction with ENG 3U’s course profile, we used this resource to think about accommodations/ modifications for ELLs and students with special educational needs.
Other
Hill, Bill. Personal Interview. 10 February 2012.
Working with the assistance of a Saunders drama teacher, Bill Hill directed secondary school students in the production of the The Rez Sisters in 2011 and has had personal correspondances with Tomson Highway himself.